International Assembly for Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Baker College Masters of Business Administration Academic Year: 2012-13 International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas 66215 USA
IACBE ANNUAL REPORT For Academic Year: 2012-13 This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year. General Information Institution s Name: Institution s Address: Baker College Center for Graduate Studies 1116 W. Bristol Road City and State or Country Flint MI Zip or Postal Code 48507 Name of Submitter: Title: Your Email Address: Dr. Jill Langen Vice President of Academics Jill.langen@baker.edu Telephone (with country code if outside of the United States): (810)766-2149 Date Submitted: October 30, 2013 Total Headcount Enrollment of the Institution for 2012-13: 1,207 Students Accreditation Information 1. If applicable, when is your next institutional accreditation site visit? N/A Year 2. When is your next reaffirmation of IACBE accreditation site visit? 2020 Year 3. Provide the website address for the location of your public notification of accreditation by the IACBE: 4. Provide the website address for the location of your public disclosure of student learning results: http://www.baker.edu/programs/detail/master-ofbusiness-administration-graduate-program/ http://www.baker.edu/current-students/graduatestudies/programs-courses/master-of-businessadministration/ 5. If your accreditation letter from the IACBE Board of Commissioners contains notes that identified areas needing corrective action, please list the number of the IACBE s Accreditation Principle for each note in the table below. Indicate whether corrective action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.) Commissioners Notes Action Already Taken Action Planned While the institution has a As noted by the IACBE site visit We will continue to utilize the good outcomes assessment team, a quality direct assessment MBA assessment plan approved plan for the MBA program, and plan was in place, and authentic is in the process of fully and actionable data were being by IACBE to further the PDSA implementing the plan, the gathered by the MBA program. assessment cycle. IACBE Annual Report: 2012-13 1
Commissioners Notes Action Already Taken Action Planned institution needs to close the loop (i.e., continue collecting data, identify changes and improvements needed, develop action plans for making the needed changes and improvements, and identify the realized outcomes from the implemented action plans) The strategic planning for the MBA program has not been fully developed. While several of the pieces and parts of a strategic plan were available for review during the site visit, a complete strategic plan for the MBA program was not available. Although only one business program exists in the Center for Graduate Studies, the institution needs to develop a strategic plan that includes all of the expected elements. In particular, the college needs to address the following areas: (i) situational analyses pertaining to human, physical, technological, and financial resources, (ii) SWOT analysis, and (iii) the development of an operational effectiveness plan. Mentoring services are available through the IACBE to assist the college in developing a strategic plan that meets the IACBE s expectations. The data collection process is fully integrated within the MBA program. With direct assessment data being collected on all Institutional and Program Outcomes, the MBA program was able to close the loop for the first time. As defined by the assessment plan, annual assessment data was reviewed, analyzed and discussed by the Graduate Faculty Council and submitted to senior administrators. This "closing the loop" process identified gaps between student learning expectations and performance, providing clear guidence for necessary action plans aimed at narrowing the learning gap and improving the curriculum. More importantly, further assessment collection has allowed us to evaluate the success of projects implemented to resolve identified gaps. The strategic planning process for the MBA program has historically been weaved into the planning process for the Center for Graduate Studies. Given that the various graduate programs share resources across the Center, the philosophy has been to create a strategic plan for the Center as a single unit rather than for individual programs. This philosophy and process has proven successful in defining and meeting the human, physical, and technological needs of the individual programs. This was recognized by the Principle 6.1 Financial Resources Commendation designated by the site visit team. We will continue to utilize the AQIP strategic planning process. In addition, members of the senior campus leadership team have completed Lean Six Sigma training. This training will aid in our strategic planning process.the campus is currently beginning a new strategic planning project to develp a three year campus strategic plan. IACBE Annual Report: 2012-13 2
Commissioners Notes Action Already Taken Action Planned The institution is partially compliant with the curriculum review and improvement principle. While the basic processes for course review are provided in the self-study, there wasn t adequate documentation of a program review by faculty. Although the processes are in place and the faculty and administration discussed the processes to be used, the institution needs to have written explanations of these processes. The institution agreed that while the practice of curriculum review currently occurs within the MBA program, the practice has not been promulgated by a written policy. As a result, the current curriculum and program review practice was documented into a formal written policy and approved by the Graduate Faculty Council and was submitted to IACBE in 2010. Administrative Information We will continue to utlize the formal written policy regarding curriculum and program review that was approved by the Graduate Faculty Council and submitted to IACBE. 1. Provide the following information pertaining to the current president/chief executive officer of your institution: Name: Title: Dr. Bart Daig Chief Executive Officer Center for Graduate Studies Highest Earned Degree: PhD Telephone (with country code if outside of the United States): (810)766-4391 Email: Bart.Daig@Baker.edu Fax (with country code if outside of the United States): (810)766-2003 Check here if this represents a change from the previous year. 2. Provide the following information pertaining to the current chief academic officer of your institution: Name: Title: Dr. Jill Langen Vice President for Academics Highest Earned Degree: PhD Telephone (with country code if outside of the United States): (810)766-2149 Email: Jill.Langen@baker.edu Fax (with country code if outside of the United States): (810)766-2003 Check here if this represents a change from the previous year. 3. Provide the following information pertaining to the current head of your academic business unit: Name: Dr. Na Li IACBE Annual Report: 2012-13 3
Title: Dean MBA Program Highest Earned Degree: PhD Telephone (with country code if outside of the United States): (810)766-2163 Email: na.li@baker.edu Fax (with country code if outside of the United States): (810)766-2003 X Check here if this represents a change from the previous year. 4. Provide the following information pertaining to your current primary representative to the IACBE, i.e., the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit): Name: Title: Highest Earned Degree: Telephone (with country code if outside of the United States): Email: Fax (with country code if outside of the United States): X Check here if this represents a change from the previous year. 5. Provide the following information pertaining to your current alternate representative to the IACBE: Name: Title: Dr. Jill Langen Vice President of Academics Highest Earned Degree: PhD Telephone (with country code if outside of the United States): (810)766-2149 Email: Jill.langen@baker.edu Fax (with country code if outside of the United States): (810)766-2003 X Check here if this represents a change from the previous year. Programmatic Information 1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the number of degrees conferred in the program (including each major, concentration, specialization, and emphasis) for 2012-13 (insert rows in the table as needed): Program Enrollment 2012-13 Number of Degrees Conferred 2012-13 MBA Program 973 257 IACBE Annual Report: 2012-13 4
Totals for All Programs Combined (Please do not double-count students who pursued multiple programs during the reporting year, e.g., students who double-majored in both accounting and finance.) 973 257 2. Do you offer any of your IACBE-accredited business programs outside of your home country? X No. If no, proceed to item 3 below. Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered in partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.) Program Country or Countries Partner Institution(s) 3. Did you terminate any business programs during the reporting year? X No. If no, proceed to item 4 below. Yes. If yes, please identify the terminated programs in the table below. (Insert rows in the table as needed.) Terminated Programs 4. Were changes made in any of your business programs? X No. If no, proceed to item 5 below. Yes. If yes, please identify the changes on a separate page at the end of this report. 5. Were any new business programs (including new majors, concentrations, specializations, and/or emphases) established during the academic year? X No. If no, proceed to the Outcomes Assessment section below. Yes. If yes, please identify the new programs on a separate page at the end of this report, and answer item 6 below. 6. If applicable, was approval of your institutional accrediting body required for any of the programs identified in item 5 above? IACBE Annual Report: 2012-13 5
No. If no, proceed to the Outcomes Assessment section below. Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body. Outcomes Assessment 1. Has your outcomes assessment plan been submitted to the IACBE? X Yes No. If no, when will the plan be submitted to IACBE? 2. Is the original or revised outcomes assessment plan that you submitted to the IACBE still current or have you made changes? X The outcomes assessment plan that we have previously submitted is still current. Changes have been made and the revised plan is attached. We have made changes and the revised plan will be sent to the IACBE by: 3. Complete the Outcomes Assessment Results form below and include it with this annual report to the IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011. An example of a completed form can be found in a separate document that is available for download on the IACBE s website at: www.iacbe.org/accreditation-documents.asp. Section I (Student Learning Assessment) of the Outcomes Assessment Results form must be completed for each business program that is accredited by the IACBE (i.e., a separate table must be provided for each program). Performance targets/criteria are the criteria used by the academic business unit in evaluating assessment results to determine whether intended outcomes have been achieved. For example, if the academic business unit is using the ETS Major Field Test as one of its direct measures of student learning, then a performance target might be that the Institutional Mean Total Score on the exam will place students in the upper quartile nationally; or if the academic business unit is using a comprehensive project in a capstone course as a direct measure of student learning, then a performance target might be that 80% of the students will score at the highest level (e.g., proficient, exemplary, etc.) on each project evaluation criterion. Remember that your outcomes assessment plan needs to include two or more direct and two or more indirect measures of student learning. These measures should be used at the program level. At the bottom of each section of the form, space is provided to identify changes and improvements that you plan to make as a result of your assessment activity. Italicized entries in the form represent areas where the academic business unit should insert its own assessment information. Add tables and insert rows in the tables as needed. IACBE Annual Report: 2012-13 6
Other Issues Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE. IACBE Annual Report: 2012-13 7
Outcomes Assessment Results For Academic Year: 2012-13 Section I: Student Learning Assessment Intended Student Learning Outcomes for (Program 1) : Student Learning Assessment for MBA Program Communicate using the advanced oral and written communication skills necessary for success in the business environment. Act in a manner that reflects their appreciation and understanding of their legal and ethical responsibilities in a professional environment. Collect, interpret and analyze existing and/or original research, using quantitative and statistical tools, and use in the decision making process. Analyze the interrelatedness of market, economic, social and political trends, and their impact on a global environment. Analyze the strategic planning process, and develop and assess strategic plans. Reason analytically and apply theory across interdisciplinary boundaries to solve problems and create innovative solutions. Analyze financial reports, risk management strategies and their impact on the decision making process. Evaluate various leadership strategies and the implications of their use. Demonstrate an understanding of diverse perspectives and analyze the impact of individual and cultural differences on the business environment. Demonstrate the value of personal and professional development, community service and life-long learning. Analyze the impact of information systems and technology on a business and demonstrate the ability to make effective information management decisions. Analyze the strategic impact of human resource development and management on a business. Assessment Tools for Intended Student Learning Outcomes Direct Measures of Student Learning: 1. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric Performance Targets/Criteria for Direct Measures: IACBE Annual Report: 2012-13 8
for evaluation and data collection, administered in capstone course 2. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 3.Final exam in Research and Statistics course 4. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 5. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 6. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 7. Final exam in Financial Environment course 8. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Human Behavior Management in Organizations course 9. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Human Resource Management course. 10. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the capstone course 11. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Information Systems Management course IACBE Annual Report: 2012-13 9
12. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Human Resource Management course. Assessment Tools for Intended Student Learning Outcomes Indirect Measures of Student Learning: 1. EBI Survey: Effective writing skills > or = national average of participating institutions 2. EBI Exit Survey: Ethics and social issues > or = national average of participating institutions 3. EBI Exit Survey: Analyze and interpret data > or = national average of participating institutions 4. EBI Exit Survey: Global perspective > or = national average of participating institutions 5. EBI Exit Survey: Critical thinking and problem solving > or = national average of participating institutions 6. EBI Exit Survey: Solving Problems > or = national average of participating institutions 7. IVY MBA exam >or = national average of MBA programs 8. EBI Exit Survey : Effective management and leadership skills > or = national average of participating institutions 9.EBI Exit Survey: Ethical and social issues 10. EBI Exit Survey: Professional Development 2.0 or lower > or = national average of participating institutions 11. EBI Exit Survey: Manage and Use Technology > or = national average of participating institutions 12.SHRM Curriculum Review Summary of Results from Implementing Direct Measures of Student Learning: Continued certification 1. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 2. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course Performance Target Was Met X (92.75%) X (96.4%) 3.Final exam in Research and Statistics course X (96.8%) Not Met IACBE Annual Report: 2012-13 10
4. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 5. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course 6. Computer-based, interactive, leadership simulation assessment measurement tool including a standardized rubric for evaluation and data collection, administered in capstone course X (92.3%) X (97%) X (92.3%) 7. Final exam in Financial Environment course X 96%) 8. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Human Behavior Management in Organizations course 9. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Human Resource Management course. 10. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the capstone course 11. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Information Systems Management course 12. Authentic case assignment including a standardized rubric for evaluation and data collection, administered in the Human Resource Management course. Summary of Results from Implementing Indirect Measures of Student Learning: 1. EBI Survey: Effective writing skills *Question Removed from EBI Survey 2. EBI Exit Survey: Ethics and social issues X 3. EBI Exit Survey: Analyze and interpret data X 4. EBI Exit Survey: Global perspective X 5. EBI Exit Survey: Critical thinking and problem solving X 6. EBI Exit Survey: Solving Problems X X (91.5%) X (92.2%) X (99.8%) X (86.9%) X (97%) Performance Target Was 7. IVY MBA exam X Met Not Met IACBE Annual Report: 2012-13 11
8. EBI Exit Survey : Effective management and leadership skills X 9.EBI Exit Survey: Ethical and social issues X 10. EBI Exit Survey: Professional Development X 11. EBI Exit Survey: Manage and Use Technology X 12.SHRM Curriculum Review X Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: Section II: Operational Assessment (Note: Complete this section only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011.) Mission of the MBA Program Operational Assessment for MBA Program The mission of Baker College is to provide quality higher education and training which enable graduates to be successful throughout challenging and rewarding careers. As a result, Baker College Center for Graduate Studies strives to provide quality graduate education that leads to advanced academic achievement through excellence in teaching, scholarship and service. The mission of the MBA program supports the institutional mission by ensuring that graduates will possess the ability to implement business theory into practice, conduct and interpret research, and be both capable and confident to contribute significantly to long-term corporate success. Intended Operational Outcomes: 1. Graduation Rate 2. Retention Rate 3. Average Class Size IACBE Annual Report: 2012-13 12
4. Faculty Credentials Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures: 1. Graduation Rate >or = 60% Graduation Rate 2. Retention Rate >or = 62.3% Retention Rate 3. Average Class Size < or = Class size of 12 4. Faculty Credentials > or = 90% Doctorally Qualified Summary of Results from Implementing Operational Assessment Measures: Performance Target Was Met Not Met 1. Graduation Rate (67.23%) X 2. Retention Rate (65.52%) X 3. Average Class Size (9.56) X 4. Faculty Credentials (90.38%) X Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met: 1. Not Applicable IACBE Annual Report: 2012-13 13